Cognitive Learning Theory and its Applications in Nursing Education

This essay delves into the cognitive learning theory, emphasizing its principles as established by Jean Piaget, and its practical applications within the field of nursing education. It highlights the importance of understanding mental processes to facilitate effective learning in adult students, particularly focusing on the formal operational stage. The essay discusses the use of concept maps, social cognitive theory, and the significance of motivation in the learning process. It also explores how simulation and prior knowledge can be leveraged to enhance learning outcomes in nursing. By examining these aspects, the essay demonstrates how cognitive learning theory can create a more efficient and positive workplace culture within the healthcare setting. The paper emphasizes the importance of cognitive theory in nursing practices, either as a primary tool or an ancillary aid. The four stages of learning, as explained by the theory - – Attention – Processing- Memory storage- Action- can be applied to the nursing field. They can learn the information, process it and store it in memory and can be applied in a clinical environment.

Cognitive learning theory and its applications in nursing education 1
Cognitive learning theory and its applications in nursing education
Student's Name:
Instructor's Name:
Date:

Cognitive learning theory and its applications in nursing education 2
Cognitive learning theory and its applications in nursing education
Introduction:
“A moment’s insight is sometimes worth a life’s experience” – Oliver Wendell Homes
Learning, although has been bound to classrooms and lectures for a long time, is now getting
evolved. Educators are looking for ways to implement suitable methods that can make a
difference in learning. The theories put forth by Pavlov (classical conditioning) to Piaget
(Constructivisim), all deal with innumerable ways to enrich learning. Although the theories are
different in their approach and use varying methods to achieve the goal, their primary focus is on
how to enrich learning experiences in adult education.
The educational psychologists and researchers strongly believe that understanding these theories
can help in enhancing efficiency in learning and standardizing the learning methods. (Aliakbari,
2015). These adult learning theories focus on one point- since the primary object, here are adults,
they are self-motivated enough to understand the value of learning, and can understand its
importance. Hence, experts believe that applying theories of adult learning in a suitable
environment, has to be by accentuating their personal desire to learn and also by inducing
internal motivation, rather than using external stimulation. (Chen, 2014). Other experts equally
believe that any of these theories can be applied to adult learning, in any professional settings.
(McAllister, 2003). Since the subjects here are adults, (as in nursing education too), the
perspective of the individuals is clear- they have come to learn skills that are essential for living
(or career development) and hence, use of adult learning theory can come in extremely handy.

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Although every theory brings to our attention a different focal point of adult learning, and has an
alternate method to suggest strengthening learning perspectives, each theory is, on its own,
complete. Therefore, in this study, we are going to look upon the salient features of cognitive
theory of learning by Jean Piaget and how it can be applied to nursing education.
Cognitive Theory of Learning:
Cognitive learning theory, put forth by Jean Piaget, emphasizes on the use of concept maps to
increase the capacity of learning new skills in adult students. (Biniecki et.al, 2015). Cognitive
theory, therefore, emphasizes on analyzing the mental processes and using it effectively to
facilitate learning in an individual. Learning, therefore, is synonymous to – ‘think with the
brain’. (Sincero, M. S). Hence, by studying the mental processes, and effective cognitive
processes can ensure effective learning.
Piaget divided the mental processing ability of individuals in four stages – sensorimotor, pre-
operational, concrete operational and formal operational stages. The last stage – the formal
operational stage, is what we are concerned about, as this deals with the adolescent to adult
learning stage. This is the stage where, according to Piaget, the cognitive development is
complete, and therefore, the brain can focus on the importance and value of learning skills that
might be required for the future.
Many experts believe that the cognitive theory is very much appropriate in the adult learning
experiences. According to them, since the cognitive theory involves the influence of both social
and personal factors, a learner can immediately relate what is being learnt to what he does in his
personal life.

Cognitive learning theory and its applications in nursing education 4
Here, let's take the example of a nursing practitioner or a nursing student. If an instructor is
talking about the conditions of multiple sclerosis and the nursing student is able to relate that
lecture to the patients they have seen that day, then the metal processing of information is
complete. Hence, learning is effective, when one can process its meaning in what is already
present in their cognitive structure. (Jackson).
Also, one is required to both study the external environment – or as Piaget called – the social
factors, and also the intrinsic internal behavior or personal learning abilities or traits. The
learning is effective, only when both external and internal behaviors are favorable and the
individual can effectively process information through mental processes.
The below diagram predicts how the behavioral patterns of a learner and his skills to accumulate
and process information depends upon both his personal and social environments. This is called
the social cognitive theory, where the social (environmental effects) are also considered as a
factor for influencing a person’s learning experience.
The social cognitive theory, as expressed in the model above, focuses on how the environment
can influence a person and increases his skills in processing effective information. This can be

Cognitive learning theory and its applications in nursing education 5
applied in nursing effectively, where a student learns from their external environment – the
hospitals or health care centers where they take training and also from the seniors.
Cognitive theory, (with its several sub-theories), therefore, focuses on what goes inside the
minds of the learner, and hence, how they can change perceptions and thoughts according to
what is learnt and also their environmental conditions. (Braungart, et.al., 2007). What makes the
cognitive theory more effective as an adult learning tool is its suitability in their applications.
Adult mind, is already developed (cognitive abilities, as per Piaget, have been formed) and goals
are established. Hence, providing them with a learning experience that is both conducive to their
social conditions, (external environment) and cognitive framework (internal environment) can
defiantly produce effective learning. Hence, the theory of cognitive learning believes in not
rewarding the learners for their work, but on understanding the goals and perceptions of life they
have, and work upon it to help them assimilate information efficiently.
Cognitive theory, therefore, has been applied to various adult learning experiences, and have
proved to be very useful. This theory has also been applied to various fields of medicine, where
the students are in their formal cognitive development stage, and are influenced by perceptions
and environmental situations.
The assimilation of information according to the cognitive theory can be explained as – Attention
– Processing- Memory storage- Action. (Braungart, et.al). A student needs to first attend to what
is being taught, and process it with prior information they have on that subject as a next stage of
learning. Once the processing is done, it is stored in the memory for a later stage, where it will be
required for application.

Cognitive learning theory and its applications in nursing education 6
Cognitive Theory in Nursing Field:
The cognitive theory model can be efficaciously applied to the field of nursing and medicine to
enlarge learning perspectives. There are several instances where it can be applied to the field of
nursing. Here are some examples given by the researchers:
Use of concept maps:
A nursing practitioner or student, needs to assimilate a plethora of information and has hoards of
symptoms to learn to apply it effectively in everyday process. Bringing back the concept map
here, the student can use it to get a framework of symptoms, and diagnosis to connect it to real
life situations. (Biniecki, et.al., 2015). Designing concept maps for various disorders and diseases
(which are otherwise complicated) can help understand their applications. They can also use
concept maps to design health care plans for specific cases and hence, can use it as a learning
tool (as well as practice tool) at later stages.
Social Cognitive Theory:
Cognitive theory believes in putting into picture both the external and internal environment. A
student of nurse training is imbibed with cognitive development that involves caring for the sick
and also in understanding medical jargons. Thus, the personal environment – ability to think- is
clear. Similarly, since what they learn is going to be useful in everyday applications, their social
environment is also conducive to learning. Cognitive theory, therefore, is perfect for applying in
nursing practices, either as a primary tool or an ancillary aid.
The four stages of learning, as explained by the theory - – Attention – Processing- Memory
storage- Action- can be applied to the nursing field. They can learn the information, process it
and store it in memory and can be applied in a clinical environment.

Cognitive learning theory and its applications in nursing education 7
Motivation:
Motivation is also a key factor for cognitive learning. While external motivators like high
salaries or clearing the training process can be one of the instigators, what motivates the learner
more is internal satisfaction – in learning new methods of treatment processes, in performing
their tasks better than the others, and also in getting satisfaction out of learning (Palis, et.al.,
2014). This significant internal factor forces an individual to focus on the modules taught, and
their brains to process and store information for further use. A student nurse might have goals
and expectations to come out the winner or clear the training to join practice. This motivation
can help in furthering the process of learning.
Simulation as a tool for learning:
Simulation, (which is the focus of most adult learning theories) is one of the most effective ways
of making the learners aware of what is happening around them, and thus, force them to take
heed of their surroundings.(Rutherford-Hemming, 2012). Nurse educators can use simulation as
a process of learning to make the courses interesting and stimulating to the students.
Applying concepts of simulation, in the case of nurse practitioners involve studying about a
particular body system and its complications and seeing a real life example immediately, and
relate to it. Here, application of learning, which is one of its key advantages, comes into the
picture, thus, making it more significant.
Motivation, social and external environment, simulation and information processing and
application, all tools of cognitive learning theory, can be applied to the clinical environment of
nursing, to make learning involvement fruitful. Since the nursing students or practicing nurses

Cognitive learning theory and its applications in nursing education 8
have crossed the three stages of cognitive development and are in the fourth stage, it is easier for
them to use each and every stage of learning into practice.
Enriching prior Knowledge:
Another way of using cognitive theory as a tool in nursing is to ensure the educators are aware of
the earlier experiences of the students and their prior knowledge. The learning outcome will be
more fruitful since the learners inclination towards the concept will be enhanced. A student nurse
might or might not have a highly complete information about Glomerulonephritis or Henoch-
Schönlein Purpura (HSP). However, if he or she has studied basic biology, they will be aware
about the basic urinary and kidney functions and how the system works. Now, what the tutor is
going to provide is an advanced course about the diseases or pediatric conditions in particular.
The nurses would, therefore, be able to relate or recapitulate information from already known
facts and be able to store it for future use. The information might be completely clear and concise
with practice (an application), but it will at least be assimilated to be noted down at a later stage.
The cognitive learning theory, based upon Piagets ideas and studies, is therefore, completely
effective in adult learning environment, and also in the field of modern day nursing and nurse
training.
Adult learning theories – Promoting Positive Workplace Culture:
Application of cognitive theory, or any other adult learning theories, such as Behavioral,
constructive or Kolb's theory emphasize on one thing – making learning an enriching experience
for the students. These theories can, therefore, create pupil who come out of the training, well
aware of the facts, and will want to apply it in their practical experience.
With their rich learning experience behind them (wherein we assume the theories have been used
to bring out the best in the students and their cognitive power is completely developed), the

Cognitive learning theory and its applications in nursing education 9
students can make the clinical work environment more efficient. It is the ability, efficiency and
the experience of the workers in any workplace that makes it successful. A student nurse, with a
better training behind them, can apply all that is learnt to their everyday life, making each and
every endeavor successful.
This, in turn, will also promote positive work culture, with each individual putting in their best
and contribute to their maximum capacity. With the individual performance at a higher level, it
becomes much easier to take care of the patients and give them their best, with their professional
approach.
Summary and Conclusion:
Every individual has a different way of perception of things and use of mental abilities to process
effective information. Cognitive Theory is based upon the mental processing of information to
apply learning in real-life environment.
Cognitive theory believes in four stages of development and each stage enhances the cognitive or
mental ability of a person to process information. Since our focus is towards adult learning, we
come under the formal cognitive development stage, where, Jean Piaget believes the cognitive
development is complete.
Now, at this stage, a person can learn things through-
 Use of cognitive skills to acquire and process new information
 Use prior information and enhance it by learning new insights
 Learning focus shifts towards the goals and expectations of a learner
 Motivation to learn and create a life for themselves plays pivotal role in the process of
learning

Cognitive learning theory and its applications in nursing education 10
 The social environment of a person (nurse in a hospital environment) plays a significant
role in enhancing learning experiences
 Use of concept maps can enhance processing of information and its effective application
 Past experiences and influences also are important to facilitate learning
All these past factors have been applied to nursing field and found to be profitable to their
learning experience.
The learning theories, for many decades, have helped educators and school teachers to enrich
teaching experiences in children. The same can be applied to adult education effectively, (in all
fields) to ensure we tap into the rich psychological resources and ideas put forth by the theorists
to make learning a fun-filled and thought-provoking process.

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